Common Core State Standards (CCSS) - Mathematics

The Common Core State Standards (CCSS) for Mathematics provide clear, consistent expectations about what knowledge, skills, and practices students should have and learn at each grade level so teachers and parents know what they need to do to help students achieve them.

The resources below are provided to aid districts and schools with implementing the Common Core State Standards in Mathematics.

This 1-4 hour module is designed to provide participants with a deep understanding of the key shifts, focus, coherence, and rigor, required by the Common Core State Standards for Mathematics (CCSSM). The module package includes facilitator materials, an annotated power point, and handouts with activities. Additionally, there are links to videos one of which features a lead writer of the CCSSM, Jason Zimba. We recommend it as a foundation to any Common Core professional development in mathematics.

The document provides a visualization of the distribution of the domains in the CCSS. Key Information: the domains within the K-8 Mathematical Content Standards are not consistent across the grade levels which is very different from the structure of the Rhode Island GLE/GSEs. For example, the Domain “Counting and Cardinality” exists only in Kindergarten, “Measurement and Data” begins in kindergarten and ends in grade 5, and the “Geometry “ domain extends from Kindergarten through grade 8. This does not imply, however, that instruction of the content standards within the domain suddenly ends when it is no longer called out but rather that mastery of the content within the domain should be attained at that grade level.

The Coherence Map shows the connections between Common Core State Standards for Mathematics. The mathematics standards are not isolated concepts. They relate to one another, both
within and across grades. The map can be useful in identifying gaps in a student's knowledge by tracing a standard back through its logical pre-requisites.

The Common Core State Standards call for a greater focus in mathematics. These documents identify the standards that constitute the major work of the grade as well as the supporting and additional standards.

The CCSS were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed by both research on children's cognitive development and by the logical structure of mathematics. The progressions can explain why standards are sequenced the way they are.

A professional development module intended to grow capacity for the understanding of the “structure” of the CCSS (mathematics). The module should be used in conjunction with the Cracking the Code PPT during common planning time, department meetings, faculty meetings, etc.